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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 46 1 Task-based language teaching : theory and practice Ellis, Rod; Skehan, Peter; Li, Shaofeng. - Cambridge : Cambridge University Press, 2020 UB Frankfurt Linguistik Show details 2 Reflections on task-based language teaching Ellis, Rod. - 2018 BASE Show details 3 Understanding Second Language Acquisition 2nd Edition - Oxford Applied Linguistics Ellis, Rod. - : Oxford University Press, 2015 BASE Show details 4 Exploring language pedagogy through second language acquisition research Shintani, Natsuko; Ellis, Rod. - London [u.a.] : Routledge, 2014 BLLDB UB Frankfurt Linguistik Show details 5 Exploring Language Pedagogy through Second Language Acquisition Research Ellis, Rod; Shintani, N.. - : Routledge, 2013 BASE Show details 6 Investigating linguistic knowledge of a second language and its relationship to general language proficiency and individual learner differences in an EFL context Zhang, Runhan. - : ResearchSpace@Auckland, 2013 BASE Show details 7 Language teaching research & language pedagogy Ellis, Rod. - Chicester [u.a.] : Wiley-Blackwell, 2012 BLLDB UB Frankfurt Linguistik Show details 8 Investigating the relationships between Chinese university EFL learners' metacognitive listening strategies and their comprehension and incidental vocabulary acquisition from listening tasks Chang, Le. - : ResearchSpace@Auckland, 2012 Abstract: This article reports a study that aims to investigate (1) the effects of differential listening conditions on Chinese university EFL learners‘ comprehension and incidental vocabulary acquisition, and (2) the relationships between the learners‘ metacognitive listening awareness, listening comprehension, and incidental vocabulary acquisition. The participants were 172 Chinese university students who were put in four different listening conditions: a) listening one time, b) listening three times, c) schema-raising training before listening three times, and d) inferencing training before listening three times. The participants‘ listening comprehension was measured by their performance in the listening tasks. The listening text of each task included five words for incidental vocabulary acquisition study. To test the participants‘ vocabulary knowledge, three vocabulary tests, in the order of a production test (i.e., cued recall test), a form test, and a reception test, were administered separately to the participants right after the listening tasks as immediate post-tests, and the same tests were administered again one week after the immediate tests as delayed post-tests. The participants‘ metacognitive listening awareness was measured by means of Metacognitive Awareness Listening Questionnaire (MALQ) in five aspects as: planning-evaluation, directed attention, person knowledge, mental translation, and problem solving. ANOVAs were employed to examine the effects of the different listening conditions on the participants‘ listening comprehension and incidental vocabulary acquisition. The results showed that all the three-time listening groups significantly outscored the one-time listening group in both comprehension and vocabulary acquisition, but no significant group differences were found among the three-time listening groups. The participants acquired some vocabulary knowledge especially in terms of receptive and form knowledge, and there was clear evidence that the participants were able to better recognize the target words overtime. Pearson Correlations were run to investigate the relationships between the ii participants‘ metacognitive listening awareness, listening comprehension, and incidental vocabulary acquisition. The results showed that the correlations were generally on the low side, and the relationship between reported use of metacognitive strategies, listening comprehension, and incidental vocabulary acquisition was most clearly evident in the three-time listening group which received no training. One of the implications of this study is that EFL learners, generally need time to process input for listening comprehension and incidental vocabulary acquisition. Regarding metacognitive strategy training, the implication is that it takes time for the learners to be able to implement the strategies instructed to them. Besides, pedagogical suggestion is made on the design features of listening texts for the purposes of both comprehension and vocabulary acquisition. URL: http://hdl.handle.net/2292/19932 BASE Hide details 9 Oral Corrective Feedback, Individual Differences, and L2 Acquisition of French Past Tenses Mifka Profozic, Nadia. - : ResearchSpace@Auckland, 2012 BASE Show details 10 The Beliefs And Learner Strategy Use Of Low-Proficiency Chinese Learners And Their Impact On Learning English In A New Zealand Context Zhong, Qunyan. - : ResearchSpace@Auckland, 2012 BASE Show details 11 The effect of written corrective feedback and revision on intermediate Chinese learners' acquisition of English Frear, David Jon. - : ResearchSpace@Auckland, 2012 BASE Show details 12 The Motivation of Chinese Learners of English in a Foreign and Second Language Context Li, Qi. - : ResearchSpace@Auckland, 2011 BASE Show details 13 A comparison of the effects of comprehension-based and production-based instruction on the acquisition of vocabulary and grammar by young Japanese learners of English Shintani, Natsuko. - : ResearchSpace@Auckland, 2011 BASE Show details 14 Implicit and explicit knowledge in second language learning, testing and teaching Reinders, Hayo; Ellis, Rod; Erlam, Rosemary. - Bristol [u.a.] : Multilingual Matters, 2009 BLLDB UB Frankfurt Linguistik Show details 15 Evaluation of an Online English learning program Ho, Yi-Chieh. - : ResearchSpace@Auckland, 2009 BASE Show details 16 The study of second language acquisition Ellis, Rod. - Oxford [u.a.] : Oxford Univ. Press, 2008 BLLDB UB Frankfurt Linguistik Show details 17 Second language writing from sources: an ethnographic study of an argument essay task Wolfersberger, Mark Andrew. - : ResearchSpace@Auckland, 2008 BASE Show details 18 The study of second language acquisition Ellis, Rod. - Oxford [u.a.] : Oxford Univ. Press, 2007 UB Frankfurt Linguistik Show details 19 Diagnostic writing assessment: the development and validation of a rating scale Knoch, Ute. - : ResearchSpace@Auckland, 2007 BASE Show details 20 Second language acquisition Ellis, Rod. - Oxford [u.a.] : Oxford Univ. Press, 2005 UB Frankfurt Linguistik Show details Page: 1 2 3

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